Efnisyfirlit

• Contents
• Introduction
• Introduction to research
• A: Biological approach to understanding behaviour
• Chapter 1: The brain and behaviour
• 1.1: Techniques used to study the brain in relation to behaviour
• 1.1.1: MRI (structural imaging)
• 1.1.2: PET scan (functional imaging)
• 1.1.3: fMRI (functional imaging)
• 1.2: Localization
• 1.2.1: Defining localization
• 1.2.2: Limitations of localization
• 1.3: Neuroplasticity
• 1.4: Neurotransmitters and their effect on behaviour
• 1.4.1: Acetylcholine
• 1.4.2: Serotonin
• Chapter 2: Hormones and pheromones and behaviour
• 2.1: Hormones and behaviour
• 2.1.1: Oxytocin
• 2.1.2: Testosterone
• 2.2: Pheromones and behaviour
• 2.2.1: Establishing validity
• Chapter 3: Genetics and behaviour
• 3.1: Genes and behaviour
• 3.1.1: Major depressive disorder
• 3.1.2: Factors that affect gene expression
• 3.2: Genetic similarities
• 3.3: Evolutionary explanations for behaviour
• 3.3.1: Attachment
• 3.3.2: Major Depressive Disorder
• Chapter 4: Research methods: biological approach
• 4.1: Experiments
• 4.2: Natural experiments
• 4.3: Correlations research
• 4.4: Quasi-experiments
• Chapter 5: Ethical considerations: biological approach
• 5.1: The use of non-invasive techniques
• 5.2: Informed consent
• 5.3: Minor deceptions
• 5.4: Genetic research
• Chapter 6: The role of animal research in understanding human behaviour (HL)
• 6.1: The value of animal models
• 6.1.1: The manipulation and isolation of variables
• 6.1.2: The benefit of a relatively quick breeding cycle
• 6.1.3: The benefit of animal post-mortem study
• 6.1.4: Caution in using animals to understand human behaviour
• 6.2: Measuring the value of animal research
• 6.3: Ethical considerations
• B: Cognitive approach to understanding behaviour
• Chapter 7: Cognitive processing
• 7.1: Models of memory
• 7.1.1: The multi-store model of memory
• 7.1.2: The working memory model
• 7.1.3: Long-term memory
• 7.1.4: Cross-cultural studies
• 7.2: Schema theory
• 7.2.1: Effort after meaning
• 7.2.2: Pattern recognition
• 7.2.3: Stereotyping
• 7.2.4: Evaluation of schema theory
• 7.3: Thinking and decision making
• 7.3.1: Systems of thinking
• 7.3.2: Irrational thinking and decision making
• 7.3.3: Cultural considerations
• 7.3.4: The influence of emotions on thinking and decision making
• Chapter 8: Reliability of cognitive processes
• 8.1: Reconstructive memory
• 8.1.1: Constructing and deconstructing memories
• 8.1.2: False memories
• 8.1.3: Confabulation
• 8.1.4: Schema processing and errors in memory
• 8.1.5: Implications of the unreliability of memory
• 8.2: Biases in thinking and decision making
• 8.2.1: Heuristics
• 8.2.2: Confirmation bias
• 8.2.3: The illusory correlation
• 8.2.4: Implicit personality theories
• 8.2.5: Algorithms
• Chapter 9: Emotion and cognition
• 9.1: The influence of emotion on cognitive processes
• 9.1.1: Valence theory
• 9.1.2: Arousal theory
• 9.1.3: The two-factor theory of emotion
• 9.1.4: Flashbulb memory
• Chapter 10: Research methods: cognitive approach
• 10.1: Field experiments
• 10.2: Interviews and questionnaires
• Chapter 11: Ethical considerations: cognitiveapproach
• Chapter 12: Cognitive processing in the digital world (HL)
• 12.1: The infl uence of digital technology on cognitive processes
• 12.1.1: Attention
• 12.1.2: Memory
• 12.1.3: Thinking
• 12.2: The positive and negative effects of modern technology on cognitive processes
• 12.2.1: Positive effects of technology on memory, attention, and emotion
• 12.2.2: Negative effects of technology on memory, attention, and emotion
• 12.3: Methods to study interactions between digital technology and cognitive processes
• 12.3.1: Animal research and fMRI scans
• 12.3.2: Meta-analysis
• 12.3.3: Self-report questionnaires
• 12.3.4: Longitudinal studies
• 12.3.5: Experiments
• C: Sociocultural approach to understanding behaviour
• Chapter 13: The individual and the group
• 13.1: Social identity theory
• 13.1.1: Ingroup bias
• 13.1.2: Responses to intergroup inequality
• 13.1.3: Stereotyping
• 13.1.4: Limitations of SIT
• 13.2: Social cognitive theory
• 13.2.1: Social cognitive theory and self-efficacy
• 13.2.2: Social cognitive theory and aggression
• 13.2.3: Social cognitive theory and mass infl uence
• 13.2.4: Evaluation of social cognitive theory
• 13.3: Stereotypes
• 13.3.1: Development of stereotypes
• 13.3.2: Correspondence bias and stereotype formation
• 13.3.3: Illusory correlation and stereotype formation
• 13.3.4: Upbringing and stereotype formation
• 13.3.5: Ingroup and outgroup relations and stereotype formation
• 13.3.6: Stereotype threat
• Chapter 14: Cultural origins of behaviour and cognition
• 14.1: Culture and its influence on behaviour
• 14.1.1: Role of culture in behaviour
• 14.1.2: Social class and behaviour
• 14.1.3: Counting and arithmetic
• 14.1.4: Surface and deep culture
• 14.2: Cultural dimensions
• 14.2.1: Chinese cultural values
• 14.2.2: Cultural dimensions
• Chapter 15: Cultural influences on individual attitudes, identity, and behaviours
• 15.1: Enculturation
• 15.1.1: Enculturation’s effect on language
• 15.2: Acculturation
• Chapter 16: Research methods: sociocultural approach
• 16.1: Quasi-experiments
• 16.2: Correlation study using a self-report questionnaire
• 16.3: Emic and etic approaches to research
• Chapter 17: Ethical considerations: sociocultural approach
• 17.1: Studies involving children
• 17.2: Cross-cultural studies and stereotypes
• 17.3: Cross-cultural studies and researcher effect
• 17.4: Unethical use of research
• Chapter 18: The influence of globalization on individual behaviour (HL)
• 18.1: Globalization may influence culture
• 18.1.1: Bicultural identities
• 18.1.2: Self-selected cultures
• 18.2: The effect of the interaction of local and global influences on behaviour
• 18.2.1: Identity hybridisation
• 18.2.2: Identity confusion
• 18.2.3: Postponed adulthood
• 18.3: Methods used to study the influence of globalization on behaviour
• D: Abnormal psychology
• Chapter 19: Factors influencing diagnosis
• 19.1: Defining abnormality
• 19.1.1: Biological approach
• 19.1.2: Psychological approach
• 19.2: Strengths and limitations of definitions
• 19.2.1: Statistical abnormality
• 19.2.2: Individual considerations
• 19.2.3: Political and cultural considerations
• 19.2.4: Concluding comments
• 19.3: Classification systems
• 19.3.1: The Diagnostic and Statistical Manual of Mental Disorders (DSM)
• 19.3.2: The International Classifi cation of Diseases
• 19.3.3: The Chinese Classification of Mental Disorders
• 19.4: The role of clinical bias in diagnosis
• 19.4.1: Potential reasons for clinical bias
• 19.4.2: Perceived group identity
• 19.5: Validity and reliability of diagnosis
• 19.5.1: Validity
• 19.5.2: Reliability
• Chapter 20: Etiology of abnormal psychology
• 20.1: Explanations and prevalence rates for disorders
• 20.1.1: Anorexia nervosa
• 20.1.2: Major depressive disorder
• Chapter 21: Treatment of disorders
• 21.1: Biological treatments
• 21.1.1: Biological treatments for anorexia nervosa
• 21.1.2: Biological treatments for major depressive disorder
• 21.2: Psychological treatments
• 21.2.1: Cognitive-behavioural therapy
• 21.2.2: Interpersonal psychotherapy
• 21.2.3: Anorexia nervosa and CBT
• 21.2.4: Anorexia nervosa and IPT
• 21.2.5: Major depressive disorder and CBT
• 21.2.6: Major depressive disorder and IPT
• 21.3 The role of culture in treatment
• 21.3.1: The culture of the patient
• 21.3.2: The culture of the clinician
• 21.4: Assessing the effectiveness of treatment(s)
• 21.4.1: Assessing the effectiveness of treatments: macro level of analysis
• 21.4.2: Assessing the effectiveness of treatments: Micro level of analysis
• Chapter 22: Research methods: abnormal psychology
• 22.1: The use of control groups
• 22.2: Being aware of participant expectations
• 22.3: The use of placebos or sham treatments
• 22.4: The use of pilot studies
• 22.5: The use of meta-analysis
• 22.6: The importance of reflexivity
• 22.7: The issue of generalization
• Chapter 23: Ethical considerations: abnormal psychology
• 23.1: Research Ethics Committee
• 23.2: Intervention
• 23.3: Cultural competence
• 23.4: Patient’s psychological state
• 23.5: Informed consen
• 23.6: Protecting participants from harm
• 23.7: Anonymity and confi dentiality
• E: Developmental psychology
• Chapter 24: Influences on cognitive and social development
• 24.1: The role of peers and play
• 24.1.1: The role of peers in social development
• 24.1.2: Peer contagion and antisocial behaviour
• 24.1.3: The role of play on cognitive development
• 24.2: Childhood trauma and resilience
• 24.2.1: Trauma
• 24.2.2: Resilience
• 24.3: Poverty and socioeconomic status
• 24.3.1: Poverty
• 24.3.2: Diet
• Chapter 25: Developing an identity
• 25.1: Attachment
• 25.1.1: Assumptions of attachment research and models
• 25.1.2: Attachment theory
• 25.1.3: Animal studies
• 25.2: Gender identity and social roles
• 25.2.1: Sociocultural factors that explain the formation of gender identity and roles
• 25.2.2: Cognitive factors that explain the formation of gender identity and roles
• 25.2.3: Biological factors that explain the formation of gender identity and social roles
• 25.3: Development of empathy and theory of mind
• 25.3.1: Mentalization
• 25.3.2: Biological determinants of mentalization and empathy
• 25.3.3: Sociocultural determinants of mentalization and empathy
• Chapter 26: Developing as a learner
• 26.1: Cognitive development
• 26.1.1: Piaget’s theory of cognitive development
• 26.1.2: Vygotsky’s theory of cognitive development
• 26.2: Brain development
• 26.2.1: Maturation and development of the brain
• 26.2.2: Brain plasticity
• 26.2.3: Learning to be social
• Chapter 27: Approaches to research: developmental psychology
• 27.1: Working with young children
• 27.2: Longitudinal studies
• 27.3: Correlations versus experiments
• 27.4: The use of technology to monitor cognition
• 27.4.1: Technology use for mass surveys
• Chapter 28: Ethical considerations: developmental psychology
• 28.1: Working with children
• 28.2: Guaranteeing anonymity
• 28.3: The use of animals
• F: Health psychology
• Chapter 29: Determinants of health
• 29.1: Biopsychosocial model of health and well-being
• 29.1.1: The biomedical model
• 29.1.2: A systems approach to explaining and treating health
• 29.2: Dispositional factors and health beliefs
• 29.2.1: What is addiction?
• 29.2.2: Dispositional and situational factors
• 29.2.3: Health beliefs
• 29.3: Risk and protective factors
• 29.3.1: Risk factors
• 29.3.2: Biological consequences of stress
• 29.3.3: Protective factors for coping with stress
• Chapter 30: Health problems
• 30.1: Explanations of health problems
• 30.1.1: Biological factors
• 30.1.2: Cognitive factors
• 30.1.3: Sociocultural factors
• 30.2: Prevalence rates of health problems
• Chapter 31: Promoting health
• 31.1: Health promotion
• 31.1.1: The health belief model
• 31.1.2: The theory of reasoned action and the theory of planned behaviour
• 31.2: Effectiveness of health promotion programmes
• 31.2.1: What is a health promotion programme?
• 31.2.2: Considering populations
• 31.2.3: Considering outcomes
• Chapter 32: Approaches to research: health psychology
• 32.1: Researcher bias
• 32.2: Participant expectations
• 32.3: The importance of reflexivity
• 32.4: Choosing an appropriate methodology
• 32.4.1: Triangulation
• 32.4.2: Measurement
• 32.5: The issue of generalization
• 32.6: The problem of cause and effect
• Chapter 33: Ethical considerations: health psychology
• 33.1: Informed consent
• 33.2: Protecting participants from (psychological or emotional) harm
• 33.3: Anonymity and confi dentiality
• G: Psychology of human relationships
• 34: Personal relationships
• 34.1: Formation of personal relationships
• 34.1.1: The role of sociocultural factors in the formation of relationships
• 34.1.2: The role of biological factors in the formation of relationships
• 34.1.3: The role of cognitive factors in the formation of relationships
• 34.2: Role of communication in personal relationships
• 34.2.1: Communicating openness and assurance
• 34.2.2: Managing negativity
• 34.2.3: The role of listening
• 34.2.4: Gender differences in communication styles
• 34.3: Why relationships change or end
• 34.3.1: Communication changes
• 34.3.2: Cognitive change
• 34.3.3: Sociocultural change
• 35: Group dynamics
• 35.1: Theoretical foundations
• 35.1.1: Biological infl uences
• 35.1.2: Social identity theory
• 35.2: Cooperation and competition
• 35.2.1: Cooperation
• 35.2.2: Competition
• 35.3: Prejudice and discrimination
• 35.3.1: Prejudice
• 35.3.2: Discrimination
• 35.4: Origins of conflict and conflict resolution
• 35.4.1: Origins of confl ict
• 35.4.2: Approaches to resolving conflict
• 36: Social responsibility
• 36.1: Bystanderism
• 36.1.1: Diffusion of responsibility and pluralistic ignorance
• 36.1.2: Perceived similarity
• 36.1.3: Culture and geographical location
• 36.2: Prosocial behaviour
• 36.2.1: Sociocultural factors
• 36.2.2: Cognitive and emotional factors
• 36.2.3: Biological factors
• 36.3: Promoting prosocial behaviour
• 36.3.1: Sociocultural considerations
• 36.3.2: Cognitive and emotional considerations
• 36.3.3: Biological considerations
• 36.3.4: Interactive approach
• 36.3.5: Strategies for promoting prosocial behaviour
• Chapter 37: Approaches to research: psychology of human relationships
• 37.1: Participant expectations
• 37.2: The importance of refl exivity
• 37.3: Choosing an appropriate methodology
• 37.3.1: Types of triangulation
• 37.4: The issue of generalization
• Chapter 38: Ethical considerations: psychology of human relationships
• 38.1: Informed consent
• 38.2: Protecting participants from (psychological or emotional) harm
• 38.3: Anonymity and confi dentiality
• Theory of knowledge
• Can models and theories be used to understand and predict human behaviour?
• Does a researcher’s choice of methodology affect the reliability or credibility of research?
• Is what we know about human behaviour limited by our ethical considerations?
• Are emotions universal?
• Are the methods of the natural sciences applicable in the human sciences?
• Internal assessment
• Making sure your study is ethical
• Making sure your study is an experiment
• Group work
• Organization and presentation
• How to write an internal assessment
• Higher level paper 3
• Question 1
• Question 2
• Question 3
• Research methods
• Sampling methods
• Ethical considerations
• Generalizing findings
• Achieving credibility
• The use of reflexivity
• The use of triangulation
• Avoiding bias
• Practice scenarios
• Extended essay
• Developing a research question
• Analysis and evaluation
• Advice on structure and paragraphing
• Citations and referencing
• Appendix
• Researchers’ index
• General index
• Back Cover